High School Teachers' Beliefs about Learner-Centred E-Learning

Autor/inn/en	Murphy, Elizabeth; Rodriguez-Manzanares, Maria A.
Titel	High School Teachers' Beliefs about Learner-Centred E-Learning
Quelle	In: E-Learning, 5 (2008) 4, S.384-395 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-8887
DOI	10.2304/elea.2008.5.4.384
Schlagwörter	Electronic Learning; Internet; Student Centered Curriculum; Teacher Role; Secondary School Teachers; Teacher Attitudes; Beliefs; Municipalities; High Schools; Case Studies; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Lehrerrolle; Lehrerverhalten; Belief; Glaube; Magistrat; High school; Oberschule; Case study; Fallstudie; Case Study; Ausland; Kanada
Abstract	This article reports on a study conducted to gain insight into teachers' beliefs about e-learning. Data collection relied on discussions conducted with 16 teachers from six high schools in two adjacent municipalities of one Canadian province. Data collection and analysis were guided by a framework of research-validated, learner-centred principles. Teachers' beliefs portrayed learners as digital natives who actively consume information and knowledge, engage emotionally with technology, and devote themselves to it. Beliefs about teaching referred to teachers as guides and mediators in the knowledge process who can give creative control of the technology, engage learners, and promote higher-order thinking skills. Beliefs about the Internet highlighted its potential to provide unlimited, authentic, purposeful, relevant, participatory, and individualized learning that can take place outside the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10